Examining Teachers' Feedback for English Language Learners in Science Classrooms

• In Event: 14.046 - Poster Session 1
  In Poster Session: 14.046-5 - Assessment, Evaluation, and Research in the Schools

Abstract

While there is consensus that teachers’ feedback is a critical factor in supporting students’ knowledge construction and achievement in science, research on this subject is yet to address linguistic diversity. Since feedback largely depends on social interaction and communication, it is possible that English language learners (ELLs)—students who are developing English as a second language while they continue developing their native language—may not benefit from feedback in the same ways as their non-ELL mainstream counterparts do. This paper will report on an exploratory investigation that examined any differences in the frequency equality of feedback received by ELLs from their teachers. Ultimately, this investigation addresses feedback as key to effective and equitable formative assessment for ELLs.

Authors

• Xueyu Zhao, University of Colorado - Boulder

• Guillermo Solano-Flores, Stanford University

• Ming Qian, Yancheng Institute of Technology